Teacher Assessment and the Quest for Teacher Quality
Teacher Assessment and the Quest for Teacher Quality

Author: Mary Kennedy

Publisher: John Wiley & Sons

Published: 2010-02-15

Total Pages: 448

ISBN-13: 0470388331

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TEACHER ASSESSMENT AND THE QUEST FOR TEACHER QUALITY Teacher Assessment and the Quest for Teacher Quality is an essential resource that provides school leaders, administrators, and teacher educators with a wide range of perspectives on the complex issue of teacher quality. The book examines assessment in the context of preparation, licensure, hiring, tenure, and even dismissal and explores a wealth of relevant topics. Comprehensive in scope, the handbook includes contributions from leading experts in the field of teacher quality and teacher assessment. This important book contains basic information on a variety of approaches to teacher assessment and teacher quality topics including the science and psychology of teacher selection, performance-based assessments, and hiring decisions. In addition, the contributors explore the role of formative assessments in new teacher induction, assessing for teacher tenure, various approaches to annual performance assessments, assessing teacher contributions to student achievement, and the law regarding teacher dismissals. The expert authors also tackle broader assessment issues including the interpretation of assessments, standards for teacher evaluation, and the inherent dilemma posed by measuring the quality of teaching. For the goal of ensuring quality teaching for all our students, Teacher Assessment and the Quest for Teacher Quality is an important resource and a lasting contribution to the literature on the topic.

The New Handbook of Teacher Evaluation
The New Handbook of Teacher Evaluation

Author: Jason Millman

Publisher: Corwin Press

Published: 1990

Total Pages: 453

ISBN-13: 080394523X

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A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development.

Teacher Evaluation
Teacher Evaluation

Author: Kenneth D. Peterson

Publisher: Corwin Press

Published: 2000-05-19

Total Pages: 442

ISBN-13: 9780803968837

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This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD)

Teacher Quality, Instructional Quality and Student Outcomes
Teacher Quality, Instructional Quality and Student Outcomes

Author: Trude Nilsen

Publisher: Springer

Published: 2016-09-19

Total Pages: 167

ISBN-13: 3319412523

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This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).

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Author: W. James Popham

Publisher: Corwin Press

Published: 2013-04-17

Total Pages: 201

ISBN-13: 1452260850

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What's wrong with today's teacher-evaluation systems-and how to improve them Unsound teacher evaluation practices lead to misinformed decisions regarding strategies for student learning, resulting in negative effects to students. Education measurement and evaluation expert W. James Popham critiques what is wrong with many existing teacher-evaluation systems and offers an alternate system that respects the professionalism and dignity of teachers. Popham argues that, because teaching is a very situation- specific profession, the use of any paint-by-numbers, one- size-fits-all teacher evaluation system is patently absurd. Rather, the only defensible approach to teacher evaluation is to base it on collegial judgment, that is, on the evaluative conclusions of experienced teachers who have been specifically trained and formally certified to carry out this function. This book discusses: Key strengths and weaknesses of prominent teacher-evaluation evidence How to improve a flawed teacher-evaluation program The merits of a teacher evaluation program based on "evidence-governed collegial judgment

Evaluating America’s Teachers
Evaluating America’s Teachers

Author: W. James Popham

Publisher: Corwin Press

Published: 2013-04-10

Total Pages: 201

ISBN-13: 1483307557

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When teacher evaluations are fair, everyone wins. Poor evaluation systems don’t just hurt teachers—they hurt students, too. That’s why America can’t afford to wait for the teacher-evaluation problem to be solved. To provide balanced, accurate, and rigorous evaluations that take into account each teacher’s particular circumstances, only one system can work: evidence-governed collegial judgment. This book includes: A discussion of common evaluation systems, including testing, value-added models, and observations Analysis of federal guidelines and state responses Action steps teachers and school leaders can take to influence policy A clear rationale and strategies for implementing a teacher evaluation model based on human judgment

Improving Teacher Quality
Improving Teacher Quality

Author: John Henning

Publisher: R&L Education

Published: 2010-02-16

Total Pages: 261

ISBN-13: 1607091860

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The teacher work sample (TWS) has become increasingly widely adopted as an end-of-program, performance-based assessment for student teachers. Improving Teacher Quality offers a comprehensive introduction to teacher work sample methodology for teacher educators, student teachers, student teacher supervisors, cooperating teachers, program coordinators, and school administrators. This well-organized and clearly written guide shows how implementation of the TWS can catalyze a series of widespread changes in assessment, teaching, and program improvement. The authors use their extensive experience to describe how to implement the TWS in a carefully sequenced progression that includes creating a valid and reliable system of scoring, teaching reflective thinking skills, making program improvements, and conducting research with TWS data. Helpful suggestions are provided throughout for those interested in adopting the TWS as a performance-based assessment in their teacher education program, those interested in how the TWS can provide evidence of minimal competency, and those interested in how the TWS can provide data for making program improvements.

Performance-Based Assessment in 21st Century Teacher Education
Performance-Based Assessment in 21st Century Teacher Education

Author: Winter, Kim K.

Publisher: IGI Global

Published: 2019-03-01

Total Pages: 295

ISBN-13: 1522583548

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Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.